Science Education in International Standard Schools: A Regulatory Perspective and Its Implications for Islamic Education
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Abstract
This study aims to examine how the regulation of science education in International Standard Schools (Sekolah Bertaraf Internasional/SBI) in Indonesia shapes instructional content and approaches, and what implications this has for Islamic education. The research is guided by the central question: How do SBI regulations influence the content and approach of science education, and what impact does this have on Islamic education?. A qualitative research method was employed, utilizing document analysis and in-depth interviews. The research subjects included science teachers, school principals, and policymakers in SBI institutions, while the objects of study were the regulatory frameworks and educational practices within these schools. Data were collected through policy document analysis, classroom observations, and interviews, and analyzed using content and thematic analysis. Data validity was ensured through triangulation of sources and methods. The findings reveal two key points. First, SBI regulations promote an internationally-oriented science education that emphasizes global scientific paradigms while often neglecting local and religious values. This significantly influences both the content and pedagogy of science instruction. Second, such an approach has important implications for Islamic education. There exists a disconnect between the science curriculum mandated by SBI and the principles of Islamic education. Consequently, some teachers face challenges in integrating Islamic values into science teaching due to the pressures of adhering to international standards. In conclusion, the current SBI approach to science education may inadvertently marginalize students' cultural and religious identities.
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